اثربخشی آموزش مهارت‌های زندگی بر شرم درونی‌شده و استرس ادراک‌شده دانشجویان: یک مطالعه شبه‌آزمایشی

نویسندگان
چکیده
هدف پژوهش حاضر بررسی اثربخشی آموزش مهارت‌های زندگی بر شرم درونی‌شده و استرس ادراک‌شده در دانشجویان بود. این پژوهش به روش شبه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون همراه با گروه کنترل و پیگیری دوماهه انجام شد. جامعه آماری شامل دانشجویان دانشگاه آزاد اسلامی واحد شیراز در سال ۱۴۰۳ بود که ۷۲ نفر به روش نمونه‌گیری در دسترس انتخاب و به‌صورت تصادفی در دو گروه آزمایش و کنترل (هر گروه ۳۶ نفر) گمارده شدند. ابزارهای پژوهش شامل مقیاس شرم درونی‌شده کوک و مقیاس استرس ادراک‌شده کوهن بود. گروه آزمایش طی ۱۰ جلسه ۴۵ دقیقه‌ای تحت آموزش مهارت‌های زندگی مبتنی بر پروتکل کلینکه قرار گرفت، در حالی که گروه کنترل هیچ‌گونه مداخله‌ای دریافت نکرد. داده‌ها با استفاده از تحلیل واریانس با اندازه‌گیری‌های مکرر تحلیل شدند. نتایج نشان داد آموزش مهارت‌های زندگی موجب کاهش معنادار شرم درونی‌شده و استرس ادراک‌شده در گروه آزمایش نسبت به گروه کنترل شد و این اثر در مرحله پیگیری نیز تداوم داشت. بر اساس یافته‌ها می‌توان نتیجه گرفت آموزش مهارت‌های زندگی یک مداخله آموزشی و پیشگیرانه مؤثر در بهبود شاخص‌های سلامت روان دانشجویان است و می‌تواند در برنامه‌های ارتقای سلامت روان دانشجویی مورد استفاده قرار گیرد.
کلیدواژه‌ها

عنوان مقاله English

The Effectiveness of Life Skills Training on Internalized Shame and Perceived Stress among University Students: A Quasi-Experimental Study

نویسندگان English

alireza Mojab Ghasrodashti
ali naseri
چکیده English

The present study aimed to examine the effectiveness of life skills training on internalized shame and perceived stress among university students. This research was conducted using a quasi-experimental design with a pretest–posttest control group and a two-month follow-up. The study population consisted of students at the Islamic Azad University, Shiraz Branch, in 2024, from whom 72 participants were selected through convenience sampling and randomly assigned to experimental and control groups (36 in each group). The research instruments included the Internalized Shame Scale (Cook) and the Perceived Stress Scale (Cohen). The experimental group received life skills training based on Kleinke’s protocol in 10 weekly sessions of 45 minutes, while the control group received no intervention. Data were analyzed using repeated measures analysis of variance. The results indicated that life skills training led to a significant reduction in internalized shame and perceived stress in the experimental group compared to the control group (p < 0.05), and these effects were maintained at follow-up. The findings suggest that life skills training is an effective educational and preventive intervention for improving mental health indicators among university students and can be incorporated into student mental health promotion programs.

کلیدواژه‌ها English

Life Skills Training
Internalized Shame
perceived stress
University Students
mental health
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